I hope my Introduction to my learning theory will be understood and used by all.  My short stories and other articles will be listed as Icons below my learning theory

lynn oliver

233 Collins RD N.W.

Milledgeville, GA 31061

mayfieldga@gmail.com

https://mayfieldga.wixsite.com/lynnoliver

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Try to see our minds in a different way than as we were raised to believe them to be, but capable of continually changing and improving over time. A long time ago, galton the half cousin of Darwin, believed we simply evolved with different abilities. As he put it, persons simply succeeded by ability and effort. He believed in evolution of abilities. Those in science who were already attempting to see evolution as science, took up that idea and that ‘assumption’ was put into our schools as science. I feel they only wanted to uplift the egos for those more educated persons and also remove conscience or concern for anyone who was less fortunate. Later Gardner came out with a variation, saying we all evolved with different abilities. Again, another assumption, clearly leaving out many environmental variables we know exist such as more continuous circumstances, needs, responsibilities leaving much less mental energy, attention, reflection for other areas; deprivation of knowledge and skills in less affluent areas; and even the need for more hurtful values needed to live in those more deprived areas such as valuing force, power, status, preparation for defense, etc.

My learning theory shows how our minds, like creation itself, are much more complex than just some immediate situational things in our life. It defines our average stress more correctly as “many maintained layers of mental work which take up real mental energy within both our “conscious mind and many more within our ‘subconscious mind” from many past, present, future - experiences, needs, circumstances, responsibilities, many unresolved mental conflicts along with (many improper) weights and values force, power, anger, rush of pace developed from a young age which may act as continual magnets for more accumulating layers of needless mental work. This then leaves much less mental energy for new mental work far beyond some immediate situational stress. I see our subconscious “not as some fantasy or unknown world” but-*as a very complex part of our mind which is continually doing important work and takes up real mental energy. Knowing our subconscious is also at work taking up real mental energy shows us just how our individual environments have and are, greatly affecting our thinking, learning, motivation to learn, and our mental/emotional health. It explains the growing male crisis where boys even in middle class homes are falling behind their female peers collectively due to more harsh less supportive treatment from infancy. By teaching permanence in ability we are killing many students and adults, creating needless feelings of inferiority, hopelessness, and much suffering. This represents an important change in our understanding of how our individual environments greatly affect our thinking, learning, motivation, and mental health. This also shows how layers of average stress “can be more permanently reduced to continually improve our lives and abilities”. My learning theory provides three large tools we can use to help parents, teachers, and students continually change and improve their lives. My learning theory is for all to read. I will also send my complete theory with many applications to all on request and answer any questions regarding my paper. I hope we can help many students and adults have much more hope, esteem, and tools to continually improve their lives.

I have just written a more complex explanation of my view of maintained layers of average stress. I have yet to integrate it into my original paper. I will place it here. I will try to integrate it later.

I guess given the present definition of average stress, I should point out my different, more complex definition for many maintained layers of average stress. Currently society and those in school see stress as some immediate events, mental work, situations, etc. only at work within our "immediate consciousness", so they cannot see how average stress is also made up of many more maintained layers of mental work in our subconscious mind, very different for all of which is also greatly greatly affecting our thinking, learning, reflection time, and our mental health. My definition is more complex, but it enables us to use those complexities to help us continually improve our thinking, learning, motivation, reflection time, and mental health.

I see our average stress as not just our immediate mental work and dealing with present situations, but also perhaps hundreds of other layers of mental work within our subconscious or work our subconscious mind is working on below our consciousness. I see our subconscious as a very complex part of our mind which is continually weighing what information will be delivered to our conscious minds from both from many dormant areas of our unconscious and what subconscious work should be either brought to our conscious or sent to our unconscious or dormant data base. I feel our subconscious is also taking up much mental energy also as that mental work will continually weighed fed to different parts of our mind as needed, very different for all of us given our own individual - experiences, fears, anxieties, needs, preparation for defense, circumstances, responsibilities along with many weights and values (many faulty) which we have been given or led to value from a young age and older which also may be continually taking up much mental energy within our subconscious or just below the surface. I see such weights and values as in many cases, improper inculcated values of force, power, status, image, acceptance, achievement, various insecurities or feelings of weakness in some areas, etc. I even see various good qualities of kindness, compassion, empathy, care for others as also taking up much mental energy, which I accept within my value system. So I see our subconscious as also taking up as much or more mental energy aside from our conscious attention and work. I feel the amount and intensity of those many subconscious layers are also taking up much wasted mental energy or dealing with conflicts which could be resolved with more insight by developing more fine tuned weights or values to remove many needless conflicts.  It is these differences in true average stress which are creating large differences in accumulations of skills over time for different people. I hope this shows more clearly just how our individual environments and experiences greatly affect our thinking, learning, motivation, reflection time, and yes, also our mental health.

I am not sure how to show this in a figure form, but here goes. Try to see a sideways rectangle. Then draw a vertical line about 1/10 (just arbitrary) from say the right side. Now with say, another 3/10's to the left of that first line, draw another vertical line. Then leave the rest of the rectangle the way it is. I see our first line or distance as representing our conscious mental work. I then see our second line and space from the right as made up of our subconscious mental work which takes up much more mental energy to deal with many things below our consciousness, while we are approaching our present mental work and situations, yes, also depriving us of much mental energy while we are performing conscious mental work.  I see the much larger area leftover as our unconscious area, made up of many and various "dormant or asleep" memories, fears, unresolved conflicts, experiences, etc. I also see our minds as very complex and while dealing with various conscious/immediate work, our subconscious minds are also not only dealing with those many other subconscious areas, but also from our environments through various colors, places, sounds, smells, persons, similarities, etc. are continually bringing to our subconscious or even our consciousness, various dormant, now more awakened SD’s or memories, fears, experiences, etc. I see most of this as dismissed as more trivial but others will remain as awakened perhaps as the mind's way of a possible need for those memories or experiences. So I see our minds as very complex. I see our average stress as made up of the total of those many maintained layers of mental work.

My method for reducing those layers in our conscious and subconscious minds is knowing that our minds will continuously be moving memories, experiences, needs, fears along with various weights and values which may be more faulty and wasteful in nature into our conscious minds over time. When I am sensing any form of insecurity, fear, anger, anxiety, force, power, status, image, etc., I feel they are cues I am being led perhaps by some faulty weight or value, wasting some mental energy, which are telling me I need to understand more, resolve, and to tweak or even change some faulty weights I am placing on some areas. This way I am able to slowly, more permanently reduce wasted layers to approximate the stability of others in more stable, much lower averaged layered environments. So this provides all of us with a way to slowly and more permanently lower our average layers to continually lower our total average layers, allowing more mental energy for thinking, learning, motivation (mental reward received for mental work expended), and extending our reflection time or more eased pondering of thinking in more complex, more long-term ways. The advantage others in more stable, knowledge rich, value sterile, and isolated from others who face more confrontations have, those lower layers will be more of a given, so they are not pressed to use such cognitive tools to improve.

There is also another variable/tool which involves proper dynamics or slowing down our pace and intensity in approaching newer mental work. I feel anyone's higher average stress will feed into, improperly into our pace and intensity in approaching some newer mental work or situation, thus "raising our average stress unnecessarily while approaching that newer mental work. This is also a problem for persons more acclimated to higher layers of average stress. We must all learn to understand how to slow down more purposely for newer mental work. As we gain knowledge and experience or mental frames in some area, our pace and intensity will increase naturally and keep increasing with the same or more enjoyment and more intrinsic reward over time. I will put my complete learning theory below. Yes, it is long, but this theory contains many applications for many areas of life in some very major ways. Also I have a hope in a new system by a Real God. This I feel provides me with an advantage in using my learning theory more effectively.

Try to visualize an upright rectangle, representing our full mental energy. Then begin at the bottom, drawing in narrowly spaced, horizontal lines (really innumerable) to represent many layers of conscious and subconscious mental work from many past, present, future - experiences, fears, circumstances, needs, anxieties along with “many weights and values many of which may be faulty we may have developed from a young age wrongly valuing power, status, image, preparation for defense, self-worth through defense and which will act as magnets for other accumulating layers of mental frictions which take up real energy. The space leftover shows our “leftover mental energy for learning new mental work”. This shows us just how “our own” individual environments, not genetics, greatly affect our thinking, learning, motivation (mental reward for mental work expended), reflection time, and our mental/emotional health. This theory (which can be researched), affects all persons and provides tools we can all use to continually change and improve our lives.

This represents a very new and very important change from our current, very improper definition of average stress, which only shows stress as some immediate work, need, or problem. The false genetics models in regard to learning have completely sidetracked everyone into a very vague and useless definition of average stress. When we approach a new mental work or have a situational event there is an increase in layers along with improper pace and intensity in approaching that new mental work or situation. This new mental work “goes on top” of our already present layers of mental work which represent a much larger overall total of our maintained layers of mental work. Try to see the upright rectangle again and think of how a situational stress would go on top of our already present layers of mental work. I have drawn a Figure on page 7 to show how layers of “maintained mental work” accumulate; take up real mental energy from all of us; and hurt our overall thinking, learning, motivation, reflection time, and our mental health.

This very important, new definition of average stress affects all persons in all areas of society to some degree. The very good news for all of us is “we are not just naturally good at this and bad at that”.  That very false and deadly myth has killed many students and adults for many years.  It has created many needless anxieties and feelings of hopelessness for millions of students today.  We are literally creating needless anxiety and much hopelessness in our schools by teaching the myth of genetics in ability to our students and adults. This in turn is creating many escapes, from overeating and over shopping to drug/alcohol abuse, violence, and suicide, some with mass violence involved. We can all learn how to more permanently reduce layers of mental work to “continually and more permanently” reduce our layers to continually change and improve our abilities and our lives over time.  It is long past time for removing this deadly myth of genetic permanence in ability from our schools.

This is the first cognitive tool for lowering our average layers

Many Persons with high layers of mental frictions will have to work harder to receive the same mental reward for mental work expended.  Ask yourself, which makes more sense, are we just genetically more or less able, or do our individual environments greatly affect our ability to think, learn, and develop skills. For our own good, we need to recognize how our individual environments greatly affect ability and how we can more permanently reduce mental frictions to continually improve thinking, learning, and mental/emotional health.

This tool provides a way to permanently reduce layers of mental frictions. To permanently reduce our mental layers of average stress, we need to do more than just solve a problem or unresolved mental work creating a mental friction. We need to look at the elements in our lives which are creating those mental frictions or average layers and the many weights and values which may be creating many of those frictions or average layers. Then, we can slowly begin to understand a little more each day how the elements of our lives are creating mental frictions as they come up. Then with a small change or slight tweaking in a weight or value we are placing on something in our lives and developing an improved mental principle or rule in a certain area of our life, we can then resolve and more permanently remove that layer and like layers of mental frictions. This involves a more complex understanding of average stress and how it greatly affects our lives in various small and large ways.

By slowly understanding how layers of mental frictions are created, we can learn to approach those elements in our lives more correctly to keep like mental frictions from occurring in the future. This enables “all of us” to more permanently reduce layers of mental frictions that hurt our ability to think and learn.

Savants, or a very small segment of persons with autism, are able to perform mathematical or musical feats because theoretically, the mind is dysfunctional in many areas and is delivering extra mental energy to other, very rarely occurring, whole areas like math or music that in rare instances, have been left undamaged. Since we as so-called, normal human beings are affected adversely by many layers of mental frictions in other areas of the mind which function normally from many past, present, future - experiences, fears, needs, anxieties our abilities in those areas are impeded by our mental energy being more taxed, thus limiting our abilities in those areas. This shows how mental energy can be distributed and also taken up by many other layers of average stress in a person, thus limiting ability due to their “maintained average layers of mental work or true average stress”.

With each more permanently removed layer of mental friction we will continually improve thinking, learning, and extend reflection time – to think more deeply, with more complexity, and more correctly. Remember, to more permanently reduce layers of mental frictions we need to change or at least tweak some faulty weight or value that created that mental friction, “not just solve the problem” to prevent similar mental frictions from occurring. This will allow wonderful tools for students and adults to use at all ages when they are able to understand this vital cognitive tool for long-term change and improvement in their lives and provide much better understanding and respect for themselves and for others who are less fortunate.

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I personally use various mental cues that signal me when I need to make an adjustment to reduce some layer of unresolved mental work or average stress. When I feel even slight areas of anger, fear, anxiety, and any feeling of force, power, or improper pace when approaching a new mental work, those feelings are serving as notice to me that I am not applying a correct principle or I need to revise and make a small change in some (my own perceived) weights or values I am placing on something. Then by making a small change or understanding and applying more correctly a principle I already have, I can then continually hone my principles to maintain lower average stress or lower layers of mental work. I have also learned years ago to try to understand why I view persons, things, actions, values, and various other areas in society as I do. I know if I do not look independently myself, I can then become blind to the possible negative effects of using those faulty values on my life. I feel all of us can fall victim to more blindly following the values of those around us, regardless of the potential for creating more needless, unresolved conflicts for us later.

Important: when I talk about removing layers related to anger, fear, anxiety, force, or power, I am not talking about retreating from growing or competing. On the contrary, I am talking about understanding how truly smart, intelligent persons grow over time. Yes those persons living all of their lives in much more stable, supportive, secure environments with much more mental, emotional, academic input will have a huge advantage along with naturally having much less anger, fear, and anxiety from those more secure environments. This provides those few persons with much lower layers of average stress. The truly intelligent persons are not that smart, they are just able to accumulate more knowledge more easily from a younger age with “less effort” due to lower layers and much raw material of support and care from a young age. They don’t try that hard, they are just able to “enjoy the process with lower layers”. What the rest of us need to do is to slowly reduce many needless layers of mental frictions or average stress, so we can approximate the stability those few persons enjoy. Then we can slowly change, improve, and grow just as well as anyone – and understand that we are “all very equal” but come from many very different, complex environments which create many different outcomes over time. We can all, now become newer and better persons each day, fully understanding there was never anything wrong with us in the first place.

I am adding this additional observation in regard for anyone who feels compelled to continually seek some justice for some perceived wrong done by someone. I feel this can take on individual or personal interactions and/or also some perception of injustice being done in society. I feel this may take on a kind of warped obsession for many persons in society, creating many many continuous reactions to perceived wrongs by others, creating much too much taxing of mental energy, thus taking away much mental energy we could be using for thinking, learning, and becoming newer and better persons each day. To correct this very faulty thinking by many, I feel we should first realize that the vast majority of perceived harm from others may be through those persons’ own lacking of understandings; feelings/low esteem at that time; and suffering themselves from much higher tension and much less thought. Anyone else who attempts to do harm “intentionally” can then be more early perceived by us ( us as more correct insightful persons) who have learned to understand and see those more hurtful persons before they do us harm and avoid interactions with them as any other more insightful person will do. Remember any time we are interacting in any aggressive way, no matter how justified we may feel, we are very needlessly taxing our mental energy. We need to cut off any such interactions very early and allow such ones’ own bad actions to hurt their mental energies, not us. I myself have to check myself to understand how many societal injustices can affect all of us at some time through accepted societal behavior; business injustices; and/or even international injustices.

I have to understand this system we live in is filled with many injustices. If we allow any of these injustices to fill our minds, we will be continually taxing and depriving us of much valuable mental energy we could be using for much better thinking, reflection, and better mental and emotional growth over time. Believe me the more seemingly so-called intelligent persons are in their positions partly because of their much more self-centered beliefs. Such ones will never tax themselves in anyway, much less care about such things. I myself, do care, but - I have a hope in a new system and a real faith in a very real, powerful God who said such injustices would be present and widespread in the world. I have learned to depend on that powerful God to create whether it be short or long-term justice for all things I may see are wrong in society. I know this world is falling apart today, so I am not putting my faith in this old system. *We all need to note that the myth of genetics only works in people’s minds when they falsely believe our minds have simply evolved over time. By understanding the very complex operations of our minds, I can then also understand how a very real and powerful God can and is at work in our lives. I can then use this understanding to better direct my mind in a much more stable and peaceful way. Mind you the very selfish and self-centered individuals who are able to think, learn, and grow in this system are doing so with much less compassion, care, consideration, and or respect for others. This allows such ones to think much more easily in furthering their own interests. So l tend to deal with injustices very differently, both on a personal level and also on a societal/international level. My article, “My Case For Creation And Hope For All” will go to all on request or can be read from my home site.

You “cannot” use physical exercise, relaxation, or mediation to more permanently reduce average stress. It does not work. When you use physical exercise, you are temporarily removing the energy dealing with that mental work and sending it to perform a more physical task. Then when your body recovers, that energy is then re-fed back to your average stress, so nothing is accomplished.

When you use Relaxation in an attempt to reach greater ease or use forms of meditation to alter your state of consciousness, you are only temporarily removing the mental energy to your mind. Then when you attempt a new mental work, that energy is then re-fed back to your average layers or average stress you were dealing with in the first place. It is kind of like turning off the faucet to a multi-prong hose or “layers of mental frictions”. This works good as long as the faucet is turned off. However, when you attempt a new mental work, it is like turning the faucet back on. Your mental energy is then re-fed not just to that one mental work but to all of the others also. As a result, nothing is accomplished from physical exercise, relaxation, or meditation.

It is time for all of us to begin using cognitive tools to improve thinking, learning, motivation, and mental health for all of us. If we are honest hearted and really care about our students, friends, and others who are close to us, we will not allow some long-developed egos; falsely feeling superior; or simply wrongly feeling we have just worked harder to keep us from creating tools of hope for others we care about or should be caring about. If we are professionals who work with others to help others, we should definitely be willing to remove any such stumbling blocks of ego and false feelings of superiority to help those we as professionals are supposed to be striving to help. If on the other hand, there are business persons who have grown up more isolated from the hardships of others and/or have been modeled, taught, and benefited from the myth of genetic permanence in ability through much better support, then it will be much harder for those persons to break free from those false teachings to help others, even though they may be in a position which calls for them to care for those other persons.

Sadly much of education is filled with many business persons and persons from nice, middle class environments who care little or nothing about helping to improve the lives of others and are perfectly content to espouse their egos and willing to simply present information from the front of the room with no understanding or care for creating real change and improvement in student learning, motivation or mental health. Sadly it has all become just a very fixed, social political farce for many teachers and administrators who have little or no interest in helping students improve. I am afraid our entire system is all about creating success for those very few supported students, while slowly creating more failure and hopelessness for the vast majority of their students. Yes, without tools to improve learning and motivation, the system will remain broken.

Situational stress and new mental work do occur

on top of our already present layers

When we have a situational stress: This occurs on top of our already present, layers of mental work or average layers. Situational stress is composed of multiple, new mental work and also a mentally rushed time frame, which amplifies that new mental work. This temporarily raises significantly, our layers of average stress on top of our already present layers. This makes situational stress much more hazardous for persons with high layers of average stress. This can greatly shorten thought processing and reflection time. A shorter reflection time and psychological suffering can lead to many harmful escapes that would not occur had there been lower layers of mental frictions before that situational stress occurred. By more permanently lowering layers of mental frictions, we can prevent many deadly forms of escape and increase our reflection time or time taken think with more complexity, better planning, and make better, long-term decisions.

As for psychological suffering and escapes: as a person accumulates “high” layers of mental frictions, he begins to experience two bad things at once; he experiences psychological suffering and his reflection time shortens - His desires, goals, enjoyments, and methods of problem solving become more simplistic, short-term, and less thought-out. The psychological suffering and much shorter reflection time create a powerful need for relief. This condition makes drug/alcohol abuse, the catharsis of violence, and suicide more appealing in view of the immediate, temporary reward or release from layers of mental frictions such escapes provide. By helping students and adults maintain lower layers of mental frictions, we can help prevent this psychological suffering. This skill can be more enhanced with training. To simply say a person is mentally ill, will do nothing to help that person or help prevent another person suffering high layers of average stress from escaping in a like manner. We need to understand we are all very human and those escapes are not mental health dysfunction but real psychological suffering any of us may fall victim to with high, maintained layers. Also remember this includes mostly many past, present, future – experiences, fears, anxieties along with * faulty weights and values which may be acting as strong magnets for many other accumulating layers of mental conflicts or average stress. This is the problem with our false, genetic models: they offer no real insight or hope for changing and improving our lives. In today’s world, this is even more critical as there are many persons we are in contact with who may be experiencing just such psychological suffering and who may have access to and have planned from prolonged psychological suffering a major, violent catharsis or event against society. My article on “Reducing Mass Violence” will go to all on request.

By teaching this skill of more permanently lowering our average layers or average stress, we will greatly improve better and deeper thinking and reflection time for students and adults to develop and accumulate more complex information age skills over time. Teaching this skill is also extremely important for creating intrinsic reward in students needed to stimulate more independent learning by students outside the classroom, namely homework from more intrinsic reward. We cannot teach students all they need to know inside the classroom. Again, we need to provide these tools for students to accumulate from both home and the classroom all of the necessary knowledge and skills they need to compete in the information age. By teaching this skill we can also reduce the psychological suffering that leads to many harmful escapes. Too bad this wonderful technique is not being used in our schools today.

I feel average stress rises much higher for students/adults in lower socioeconomic areas. The lower the socioeconomic environment and time in those environments create many more continuous, real fears, anxieties, and hardships which create continuous, higher average layers for those students. This also hurts students where the shared “real” anxieties, fears, and needs in a family will be increased through the osmosis of shared and modeled emotions. This forces those students to work two or three times as hard to receive the same mental reward for mental work expended. There is also much less knowledge/skills/support in those areas which make thinking, planning, and decision making more short-term due to a much small knowledge/skill base and the much higher layers over time which have created more simplistic thinking in dealing with life. The much higher layers of needs and anxieties along with less knowledge have usually created a firm, learned helplessness from longer-term thinking and little development of more complex skills requiring mental energy, time, and support in developing in maintaining those skills, not to mention the need to continue the process over time. This makes it extremely difficult for those persons to rise above from their current thinking. Durn it, yes sadly, the myth of genetics hurts those students and families even more, for those students come home from school with the only help their Middle class teachers have learned from their more middle class environments, just to work harder and try harder in school (from galton), not realizing those less supported students need tools to change and improve.

Another unseen problem for persons with higher average layers is having an accompanied higher muscle tension which will create much less fine motor coordination and related skills to writing, keyboard activity, and other fine motor skills necessary in the information age. This is affecting many many boys/men today and a few girls/women as many boys/men and a few girls/women are given much aggressive treatment, much less support, and much more anxiety, creating much higher average stress and higher muscle tension hurting much more their fine motor skills. No, boys do not have developmental delays in fine motor skills. The much more aggressive treatment creates higher muscle tension, creating poor fine motor skills.

Some may point out how some students from poor environments do manage to “work” their way up and out of those areas. This does occur, but we need to see many of those advances as coming from newer poor: from families who have drifted in to lower areas with support from more stable families. Also since poor and thinking in lower areas falls on a continuum, there are families who will develop ideas, principles and longer-term values over time. This will create more stability, care, and nurturing in those homes which will create more accumulated knowledge, skills, and lower average stress. At some point, their sons and daughters (mostly daughters from better treatment in general) will rise up sufficiently to gain higher skills and finally go on to college and move up into a more secure, middle-class. So this is not genetics at work but slow, accumulating social acquisition of knowledge, skills, and care over time.

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Second tool: the myth of hard work is beneficial only when performing old work (skills already mastered), not in performing new mental work (skills in process of being learned). There are misguided beliefs regarding mental learning when they attempt to compare mental learning with physical work. As a result, we have false sayings such as “Just believe you can do it" or "put your mind to it" and you will succeed. These phrases sound good but still follow the false, harmful teachings of fixed intelligences from galton and gardner, “succeed by ability and effort”. The false idea persons are just naturally quicker or more intelligent is just a way to justify less conscience for others who are not doing well; not well supported; more put upon by their individual environments; and have long-since stagnated due the learned helplessness such conditions create.

The attitude of hard work when performing a new mental work actually impedes learning and long-term motivation or desire to acquire more knowledge and skills. As our pace and intensity in approaching mental work exceeds our immediate knowledge and experience, we create much greater mental friction and further impede our ability to think and learn. We also corrupt to some degree the thinking, learning, performance we are trying to master at that time. When we exceed our present mental frames or – previous knowledge and skills in an area we are trying to force more information on those mental frames before a logical understanding or connection is established. This creates much mental tension, further hurting our learning along with both short and long-term motivation in mental areas for students by reducing mental reward received for mental work expended. This also shortens our length of reflection time (ability to think more deeply). I feel at least 25 percent of our average stress is created from improper pace and intensity when approaching a new mental work such as academics. When approaching mental work, situations, or academics we should begin slowly even if just reflecting on the information we have. This will create a small base area of knowledge or mental frame with notches to add more information. As we slowly add more information, our base area of knowledge will increase naturally and the number of notches to add more information will multiply, thus naturally expanding our pace and intensity of learning. If we applied our present myth regarding mental work and applied a lot of mental energy, we would waste energy trying to place a lot of information onto just a few notches. In this way, we can see how incorrect pace and intensity kills both short and long-term motivation in mental areas. By trying too hard, we are overwhelming our minds with information before understanding and usefulness is established. This is another reason why the myth of permanence in ability and its false belief in learning continues, because only slight improvement occurs with hard work.

High layers of mental frictions also “cause” students to approach mental work in an incorrect way or try too hard. If we were to have a point of perfect stability then the dynamics of approaching mental work (academics) would be approached in a more dynamic way: the child will more naturally approach new mental work more slowly at first. As a person gains knowledge and skills in an area, his pace and intensity will increase naturally with equal enjoyment of learning. Again, in lower socioeconomic environments and time in those environments there will be both much higher layers of average stress and much more, improper pace and intensity applied from the natural funneling of higher average stress in their present approach of a situation. With higher layers of mental friction and less stability, the added instability disrupts or causes the child use the energy from the mental frictions in his life or try too hard or apply too much effort. In this way, any higher average stress will funnel improperly into a person’s pace and intensity in approaching a newer mental work. This may raise that student’s higher average stress much higher and impede more so their learning and motivation to learn. This hurts boys much more so due the myth of hard work and the tough commands given boys to just work harder, which forces them to try way too hard and learn improperly. Many children need to be taught the dynamics of approaching new things more slowly at first to help offset the tendency of trying too hard or applying too much effort. This hurts motivation or mental reward received for mental work expended. Both high layers of mental frictions and improper pace and intensity accumulate over years to create large deficits in learning for many students and adults. Approaching mental work correctly is important for students to learn and enjoy learning new knowledge and academics to maintain long-term motivation. The little girl said "This goes here and that goes there." had the right idea. In time, she will know where this and that goes and will learn more advanced skills with equal enjoyment. In the physical world, we may work hard; in the mental world we need to work easy. The proper dynamics of approaching all mental work correctly affects every aspect of our lives. We can begin modeling and later teaching the proper dynamics of approaching newer mental work to students from kindergarten through high school.

We need to take the time to reflect: Reflection is very important for thinking, learning, motivation to learn, and visualization of things. This means we need to not just slow down for newer mental work, but we also need to take the time to extend our minds when we are entertaining new areas of thought, problems, material, etc. This then allows our minds to see much more connecting areas with more insight, more complexity, more understanding, develop a much deeper, possibly even new understandings, and so, a much more sustained and quality memory of that new mental work material, etc.

Again, this is definitely “not about retreating from competing” it is about learning how those seemingly more intelligent or smarter students/adults really learn. Those smarter students have, from a young age, slowly began seeing and learning new mental work which from having more ease of learning enjoyed the process and accumulated from longer refection (slower pace), more visualized understanding. From this better, more visualized understanding they are then able to add to that knowledge or skill area a little faster over time due to having a better understanding. Note the lower average stress, much more support, and proper, more enjoyable pace creates much more intrinsic reward, so they enjoy academic/mental work more so. This grows in time and their learning, their pace increases over time, so they “simply appear to be smarter and appear to work harder when in fact, they are simply operating with much more accumulated skills and also more accumulated experience in approaching newer mental work; mind you, this could never be accomplished without having lower layers of mental work; much raw material of support from a young age; and a nice slowing down or proper dynamics of approaching newer mental work.

Today in schools, the myth of genetics is still very strong; however, they are using a new idea from the false belief regarding effort. They are attempting to create a more demanding coursework along with much more computer programs in an attempt (very faulty) to get those students to progress more quickly in knowledge and skills. However, the much more heavy coursework is being given almost completely without proper prior knowledge and support. Only those very few students with sufficient support, knowledge, and skills from home will be able to keep up. I am finding such as the ability to read and write properly is being completely ignored in exchange for simply providing one or two word answers for questions usually on computers. They are being asked to either read pages or worse, just listening to someone read once, and then afterwards write on that material with depth. Note in some cases, the students are only in the third grade and have virtually no reading or writing skills to accomplish those assignments. I can kind of see where they are trying to create computer skills to fill notches for companies who simply require form and function. But through this improper, heavily burdened, and over fast pace, we are killing off motivation to learn/independent learning or love of learning; creating more burnout, more stagnant students, more feelings of hopelessness; more lagging of students from other more supported students; more hatred of school; and much lower esteem for those students. Also, with the emphasis on strength, power, and simply trying hard, we are creating much more escapism into the physical/strength areas as compensation along with much more early rebellion and power conflicts with teachers/others, even as early as first grade and rapidly increasing with each grade after that. I fear our present, very uneducated administrators who are bent on simply requiring more stringent work, much less true knowledge/skills reflection time, and much more power/authoritarian based teaching are going to create much more escapism and great violence with suicidal intent along with very little hope, esteem, and self-worth. We must change from this present, harmful path.

True academic knowledge and skills accumulate over time through intrinsic reward and enjoying the long-term process of learning. This long-term learning requires stability, knowledge, and support from others to maintain that learning and motivation. As persons gain knowledge and skills in certain areas and less weighed down by other worries, their skills improve, and their speed increases. Low average stress “layers” and proper pace and intensity allows much more free energy for thinking, reflection, and bringing together complex knowledge and skills over time. However, be certain it is not magic or genetics but simply long-term “intrinsic reward” or love of learning which creates improved skills and confidence over time. Remember this: the presentation of money, power, status, image, or power is “all superficial” and has nothing to do with those I know of who are truly intelligent and love learning. Many learned later how to change and slowly increased their learning, love of learning, and accumulation of knowledge and skills to be as confident and understanding as anyone. They have learned that those shallow things people present really stem from insecurity, fear, ego, and other vain things which take up much needless energy, so such ones are really hurting themselves from such thoughts and behavior. Those who understand and use my learning theory see the vanity and waste of such behaviors. They also recognize how we are all so very equal and greatly affected by our individual environments over time. So instead of thinking more of themselves, they are instead, much more down to earth and have much full respect for everyone in view of those many environmental influences and “not genetics or effort”. Hopefully my theory will provide a means to achieve some of this need even when lacking at home and not in that person’s individual environment.

By lowering layers of mental frictions and changing pace and intensity in approaching newer mental work, we will increase motivation to learn and develop more complex mental/emotional/social skills over time. These tools will create the mental reward received for mental work expended or long-term motivation, intrinsic reward, and love of learning that are vital to being a life-long student. This makes a student better able to compete in the information age. Students who begin this process late in life will still lag behind their peers in knowledge, confidence, and experience in certain areas. However, using these principles, students and adults can begin to catch up and even go ahead of their peers. After correcting my speech impediment, I did this. We need to show students how to understand their environments as affecting their lives, not some false, genetic weakness, so they will see more confidently how to set their mental, emotional, and academic growth line in a more gentle slope to allow more time to “recover and develop the skills they need over a longer period of time”.

I find it hurtful when persons in media reflect their more supported, stable environment along with various knowledge and skills they have received from a young age upon others. Those persons then admonish students and adults to simply turn off the video games, try hard, and make good grades. While this may create a positive, emotional atmosphere at the moment, such motivations are short-lived and cannot be maintained by the average person over the long-term. Those kids are desperately searching for a love, honor, and respect from society (essentials of self-worth) through those efforts yet have no understanding of the long-term support that is required. Society appears hell bent on its lack of understanding of learning and motivation and is leading its children down a hopeless path. We need for role models to acknowledge the support and care they have been given over the years that enabled them to rise and accomplish what they have accomplished. You see the genetic model of “succeed by ability and effort” taught in school and the media are creating hopelessness in our children and in turn, many harmful escapes and needless suicides.

Telling students to work harder when they have high mental frictions will only lead to more frustration. Those students will still have to work harder than their peers to receive the same mental rewards. The lower mental frictions must come first. The teacher can then push such students only according to the mental reward and confidence they are receiving for mental work expended. If a teacher tries to build up his students' esteem without giving them tools to improve their lives, the teacher may do more harm by fostering more short-term escapes to maintain that esteem.

This information is important. Few of us are able to rest our security/inner-security upon money, power, or status. There isn't enough to go around. We must teach students our innersecurity is more important. This is accomplished by showing students how our individual environments greatly our affect ability to think and learn and providing tools students can use to continually improve their lives. This will provide students with more inner-security and tools to continually improve their lives. This will also release students and adults from the present very false and very harmful, even deadly weight of the myth of genetics or fixed abilities.

Peer pressure is created by the myth of genetic ability. If a student feels inferior in one or more areas, he will be more reliant on peers for support, love, honor, affection, protection, etc., and even feel it necessary to gain some knowledge they may feel must have and feel more helpless in themselves. They will also be more in fear of rejection and thus losing those things. This creates peer pressure. By showing students how they are all very equal and how their individual environments greatly affect their ability to think, learn, long-term motivation to learn, and grow mentally and emotionally, students will have much more respect and esteem for themselves and for others. By providing students with tools to approach their lives more delicately and differently to continually change and improve their lives, students will have a continuous hope of developing in time, many if not all of the qualities they admire in others over time. Students will then have a continuous hope of changing and becoming newer and better persons with each passing day. This will reduce much hopelessness, many harmful escapes, and many other problems created by the terrible teachings of fixed intelligences in school such as dropouts, drug/alcohol abuse, catharsis of violence, and suicide. This will lower peer pressure by making students less reliant on peers for support and remove the fear of rejection. Although rejection may continue, a person will not fear it.

The myth of permanence in ability is the force behind class distinctions. Students falsely believing they fall into their positions through genetic abilities or order, are driving themselves to obtain various forms of achievement, money, power, status, image, and popularity to symbolize their place in that mythical order of permanence or class. Yes, those who feel they cannot achieve will attempt to impress others they are able to achieve. Since society values worldly or material success over other qualities, students and adults today are attempting to use various outward displays of greater money, power, status, image, and popularity to at least give the impression they are in a certain class. They use class distinctions to help symbolize their place as different and separate from those they feel are inferior or wish to line up more with those they admire. Many people, both students and adults devote their lives to the false god of permanence in ability through class distinctions. By showing students how our individual environments do greatly affect our ability to think and learn, we will remove once and for all, the fire from this mythical dragon of permanence and the class distinctions it causes. This will create greater esteem, respect, and hope for everyone.

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Understanding another environmental variable,

“Focus”,which greatly affects

achievement in the world today over time

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While there are three large environmental variables which greatly affect thinking, learning, learning, motivation, and mental health, there is also a fourth, very large, environmental variable which greatly enhances achievement in the world for some.  I call this variable “Focus”.  We need to understand that all of us are raised with very different environments which create many different weights/values regarding various things and people outside our immediate environment.  For many persons there are many personal and family experiences with various forms of needs, illnesses, suffering, anxieties, responsibilities/care for others; etc. from within those families and with others/neighbors who may also experience such.  Such things in families may last for many years if not on a continual basis.  It is from those self or shared experiences, responsibilities, circumstances from which persons develop more compassion, empathy, care for others, and much more mental awareness for others when having knowledge of and in the presence of such things later.  These many experiences with hardships, needs, and care for others over time create not only those admirable qualities of empathy, compassion, and self-sacrifice, they also produce a much larger, continuous drain of mental energy from having those developed weights and values. In this case, their mental energy becomes more diffused or broken up by the many SD’s or stimulus which may also occur around them in their daily lives.  Those SD’s will divert, diffuse, partition some or more mental energy away from their own ideas, goals, and desires. Also both in the past and present, having to care for many of those self and others’ needs over time have in the past, taken up and may continue to take up much time, physical, mental, and emotional energy energy, creating many more continual distractions or branches from their own lives which will continue to feed more time and energy away from self directed ideas or goals creating a very fragmented focus of mental, emotional, physical energy.  As you can see, anyone who happens to have had these types of experiences, even if only in the past, will still have accumulated many more weights and values of attention to, more feelings for – more care, compassion, empathy, and self-sacrifice in their daily live, thus creating a more lasting drain of mental emotional energy and when needed, more drain in time and physical energy.

At the same time, try to see other persons, much fewer in number who have not only benefited from a very stable life from a young age, producing very low layers of average stress; a much more correct dynamics of approaching mental work; and an abundance of provided knowledge and skills from infancy through adulthood from an early age, but also through perhaps a more isolated, protected, secure environment in their area along with good fortune, have not been subject to attention, care, feelings, circumstances, and responsibilities for others around them and/or may even not even have any connections with those who are in need, suffering, or ill in some way.  This lack of experience with persons in need, suffering, illness, or experiencing other afflictions will provide a much more streamlined funneling or focus of mental energy toward their own desired goals in life from a young age through adulthood. They may be wonderful persons; however, either through happenstance of isolation from such things or intentionally focusing upon their own lives, this may allow a much better funneling of time along with a much more full, continuous focus of full mental, emotional, and physical energy toward whatever goals they are pursuing at that time.  I believe if this occurs from an early age and over time, this could create a much more set in place value system allowing for more self focus even to the point of no mental/emotional acknowledgment even when coming in contact with such suffering, needs, and afflictions later in life.  I feel this adds up to much much more achievement in their personal pursuits over time.

You might compare the two groups of persons presented here as two trees grown from a young age. The first tree may have many more branches, but not have nearly the height of the second tree. The second tree may have very few branches but have much more sap to grow much higher over time. So persons with less mental/emotional weights and values from such distractions will be able to accumulate much much more knowledge and skills over time than others who have been subject to more admirable but more distracted areas which will continue to take up energy if only through mental/emotional attention, feelings for, and empathy when such conditions arise in others. Another way to see this is – like the difference between an ordinary light-bulb and a flashlight. A person who grown up multiple experiences with obligations, responsibilities to others, felt and/or had connections with need, suffering, etc. will then have a mental preparation for feeling suffering, need, hardships, etc. in their daily lives which will take up mental energy in the presence of any such occurrences or SD’s. For such persons they may have just as much free mental energy as someone else, but due to their mental light more continually being diffused in many more areas, they may not have anywhere near the intensity of another person who may not have experienced such things in their life, and so, for such ones, their mental perceptions will be shielded from those forms of suffering, needs, hardship, etc. much like a flashlight will focus its light only in a very small angled direction thus greatly increasing its light or mental focus only in the small areas perceived by that person from a more isolated position. So Focus can be a really large factor in achievement, especially in today’s world where the less distractions will be much better for persons seeking to achieve more needed information age knowledge and skills.

My learning theory can be researched showing while average stress cannot be controlled by relaxation or meditation, it can be more permanently reduced by slow understanding of mental conflicts along with continually forming newer and better weights and values within those elements in our lives. This will create both a dissolving of past mental conflicts and prevention of future, like mental conflicts within elements of our lives. This theory along with understanding and exercising proper dynamics of approaching newer mental work by slowing our pace and allowing our mental frames to grow allowing for better learning, long-term motivation, esteem, and continued improvement in all areas can be researched using initial readings from biofeedback along with self and observer evaluations for hope, confidence, esteem, reflection time, longer-term planning, etc. Also, we can add a third variable/tool which gives students and adults the understanding they may have to take more time to recover lost knowledge/skills they may need to advance over time through no fault of their own. There should be improved or lowered readings monthly from initial biofeedback readings along with "much more sustained hope, confidence, esteem, reflection time, and longer-term planning, etc each month. The use of relaxation or meditation can be used as placebos for the other group. Also, subjects could be re-evaluated after many months or years to determine if any returned to their baseline. There should still be improved scores – not returning to their base line measurements.